Page 74 - Treasury Second Adjusment Book.pdf

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To improve systems for effective management and administration of schools, the number of public schools

that can be contacted electronically has decreased to 5 098, against the projected target of 5 130 due to
the effect of an ongoing rationalisation projects where some schools have either been merged or closed
down. Similarly, the number of public schools that use the South African Schools Administration and

Management Systems (SA-SAMS) to electronically provide data was 2 795, which is significantly below
the original set target of 5 130. The reason for the stated underachievement was due to to lack of
connectivity of the district officials who upload database to the warehouses. This led to some districts

updating the data in SASAMS manually. Another contributing factor to this variance is a decline in the
number of functioning schools due to closure and rationalization.

Due to resource constraints, most targets under public ordinary schools have been revised downwards,
including the number of educators trained in Language content and methodology as well as numeracy and

training on inclusion.

In an effort to improve access of children to quality Early Childhood Development (ECD) and the foundation
to literacy and numeracy, the department had originally planned to increase the number of Grade R
educators/practitioners with NQF Level 6 and above qualification to 2 200.

Overall, there have been procurement delays on a number of infrastructure delivery activities, hence most

targets have now been reduced downward. On the contrary, the department’s targeted interventions to
support districts and schools through the rollout of learner support programmes, coupled with a focus on
improving the quality of teaching and learning has resulted in improved learning outcomes. For 2022

National Senior Certificate (NSC), the department showed an overall improvement in performance from
the previous academic year’s results, which signify the high level of dedication and hard work by both
educators and learners.

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